Middle grade students with disabilities that impact reading, including learning disabilities (LD) in reading, high functioning autism (ASD), emotional and behavioral disorders (EBD), and students at-risk for reading failure due to the effects of poverty, often struggle to make knowledge-based inferences while reading informational texts. As a result, these populations of students are not able to read for understanding or learn from grade-level texts. Unfortunately, many special educators have had little preparation in how to develop their knowledge of inference-making or methods for explicitly teaching inference-making. Despite their lack of knowledge, special educators are often solely responsible for teaching skills that support reading comprehension, such as knowledge-based inference-making. This article provides special educators with information and resources to enhance their understanding of knowledge-based inferencing and methods for teaching knowledge-based inference-making to middle grade students with disabilities and those who are at risk for reading failure.

影响阅读的中年级学生，包括阅读中的学习障碍 (LD)、高功能自闭症 (ASD)、情绪和行为障碍 (EBD)，以及因贫困影响而面临阅读失败风险的学生，通常会遇到困难在阅读信息文本时进行基于知识的推理。结果，这些学生群体无法通过阅读来理解或从年级水平的文本中学习。不幸的是，许多特殊教育工作者在如何发展他们的推理知识方面几乎没有准备好或明确教授推理的方法。尽管缺乏知识，特殊教育者通常只负责教授支持阅读理解的技能，例如基于知识的推理。本文为特殊教育工作者提供信息和资源，以增强他们对基于知识的推理的理解，以及向残疾中年级学生和有阅读失败风险的学生教授基于知识的推理的方法。